Gestão e políticas públicas de educação em uma escola bilíngue para surdos

Abstract

In this monograph, we presented a research about management and public policies of education in a bilingual school for deafs, which was developed from the following research problem: how are the management processes of a bilingual school for deaf students in the context of public education policies for deafs? In this way, the general objective was to understand how these management processes are constituted. The theoretical framework was elaborated by topics that deal with democratic management and educational public policies. To respond to the research problem and achieve its objectives, a qualitative research was developed, in the form of a Case Study. In this study, the participants were the managers of a bilingual public school for deafs, located in the interior of Rio Grande do Sul. For the production of the data, a semi-structured questionnaire was used as the main technique. As a way of triangulation and reliability of the data produced by this instrument, documentary analysis was used. The answers of the subjects to the questionnaires were submitted to the Discursive Textual Analysis, which enabled the emergence of the following categories: Management at a Bilingual School for Deafs; Management and Participation; Management and Public Policies for Deafs. It was found that the management of a bilingual school for deafs is situated in a complex field marked by tensions involving the particularities of the deaf culture, the participation of the school community in decision making, public education policies and subordination to government agencies.